Formal and Informal Assessment of Student Learning
Name: Jonathan Montanaro
I. Assignment Description/Requirements
Informal: RACE paragraph: Inquiry with Slinkys
Formal: Earthquakes Unit Test
II. Preparation / Development
1. Reflect on your current assessment practices. How have you been determining what students understand and what they are able to do?
In my everyday teaching, I try to assess students progress on a daily basis. Each day we have a "Problem of the Day" or a journal write in which students are asked a question that pertains to information learned in the previous class through either an activity or lecture material. This often involves a relatively low depth of knowledge, and is mainly used as a transitional purpose as well as a quick and easy way for myself to monitor students understanding of basic material on a daily basis. In addition to these, we also complete worksheets, which can either supplement a process learned or may even involve an interactive exploration. For example, in my middle school we recently completed a worksheet that corresponded with an online activity where students used an interactive program that enabled them to locate an earthquake using seismographs from 3 recording stations. Using this program, students found out how far away the epicenter was from each recording station by determining the difference in arrival times between the P and S waves and then used a compass to graph the distances on a map. Students learned the entire process of locating the epicenter of an earthquake, which they were then asked to explain in words the steps required to locate the epicenter on their test as well as locate an actual epicenter using data. With my tests and quizzes, I've tried to not only quiz students on vocabulary and simply knowing concepts, but instead understand how to complete processes and be able to apply what they are learning to the real world. In the middle school we've done a lot of inquiry-based activities in which students develop their learning through their own experiences using models on a regular basis. When doing these activities, I often have students write a RACE paragraph on what they found. A RACE paragraph requires students to first Restate the question, Answer the question, Cite evidence, and Explain what they found. This helps students not only find answers to questions that may help facilitate their learning, but allows them to cite evidence from their own experiences and explain how they came to these conclusions, helping them achieve higher depths of knowledge in the process. I find this to be a very effective method when administered properly and students thoroughly understand what is expected of them.
2. Describe the concept(s) that you are trying to assess in these assignments. Include a link to the appropriate GSE(s) on RIScienceTeachers. Be sure to include in your description your definition, examples of what it is, why students have difficulty with this concept, and why it is important that you teach this topic
For the students informal assessment, students were asked to write a RACE paragraph as described above on an inquiry lab with slinkys. In the lab, students were first asked to determine whether or not slinkys could be used as models for earthquake waves (originally without knowing the proper motions that earthquake waves make). After discussing as a class the different motions earthquake waves can make, students actually determined whether or not the slinkys could be used as a model for these waves and what the proper motions were to represent the each wave. Next, students were given a stopwatch and a roll of masking tape and asked if they could make an experiment using these materials. Students quickly realized they would be able to test how fast each wave was, and had to design an experiment that would correctly demonstrate which wave was faster. A common misconception with students during this part of the experiment was that they changed the amount of force between the two waves. When conducting the experiment, it was important to remind students to only change one variable at a time. Another misconception was that students would stop the stopwatch whenever the slinky stopped moving. This was inaccurate because the distance would change based on how much force was applied, and the P-wave would travel less distance based on its motion. Again, it was important to remind students to only change one variable at a time when conducting their experiment. Another misconception was that students would often have both people holding the slinky move it at the same time. When discussing with students what they were doing, after reminding students that they were modeling earthquakes and asking them what would happen if both of them were moving the slinky, most of the students realized that this would be unrealistic when comparing it to an earthquake because this would indicate two earthquakes occurring at the same time. Some students even developed a second experiment using the masking tape, in which students used the masking tape to represent a house on the surface and made observations on which wave would be more destructive.
3. (and 7) Describe an informal assessment that you selected, modified, or designed to address this concept. Summarize the instructions you gave your students and Include a link to the informal assessment here as well.
Because the informal assessment was an inquiry-based activity, the instruction was fairly minimal at the start of the activity. Students were simply asked to determine whether or not slinkys could be used to model earthquake waves. After exploring the different motions with the slinkys, students were instructed on the different motions of the two waves (P and S waves) but were NOT told how to model this using a slinky. Students then played with the slinkys until they found what they believed to be the proper motion for P and S waves. As they were doing this, I walked around and used questions to guide students in the right direction if it looked as if they were having trouble. This was done after all groups had an opportunity to explore on their own and try different motions. Next, the materials were given and students were told to create an experiment using these materials. All students designed an experiment that tested which wave was faster, and students that had misconceptions on how to conduct the experiment were guided with questions helping them to modify their experimental methods until they were acceptable to obtain adequate results. For the assessment itself, students were asked to write a RACE paragraph which they would have to Restate the question, Answer the question, Cite evidence, and Explain what they found. Students were also asked to explain the materials used and express quantitative data in their paragraph to help solidify their answer. Students were also asked to write down at least 1 source of error that may have altered their results even if they thought their results had come out perfect. It's important to remember that in science there is always a small source of human error, even when results may seem as though they have come out perfect. The directions for the informal assessment were explained orally rather than written out, as students have previously completed many RACE paragraphs throughout the year and already know exactly what is expected of them.
4. (and 8) Create a formal assessment. Describe this assessment, including concepts, types of items, and how it was assessed. Include a link to a copy of the assessment here as well.
The formal assessment I created is a test that uses a variety of questions to test students understanding of earthquakes. There's a section of multiple choice, a couple of fill in the blanks, fill in the blanks using diagrams, plotting the epicenter of an earthquake using 3 recording stations, determining whether characteristics describe a P, S, or L wave, an essay explaining the process to finding an epicenter of an earthquake, and naming things that would make a house earthquake resistant. The concepts that students are tested on in this test include components of an earthquake, characteristics of different waves of an earthquake, ways to make a house earthquake resistant, how to find the epicenter of an earthquake using 3 recording stations, different damaging factors of intensity, as well as vocabulary terms to describe devices used to measure and measurement systems of earthquakes. Using a variety of methods to test students on a variety of concepts is important because it ensures that students fully understand the concepts.
6. Develop the evaluation criteria (or key) for your informal assessment or link it here. This description should include the assessment's features, how it addresses different depths of knowledge, as well as an explanation of how it addresses a scientific practice related to inquiry.
For this informal assessment, the criteria although relatively informal reaches multiple depths of knowledge. Students first have the opportunity to achieve level 1 depth of knowledge by recalling and reproducing a model of earthquake waves (both P and S) using a slinky. The students then achieved a level 2 depth of knowledge by conducting the experiment, collecting data, and then examining and interpreting their results. These were then expressed in the RACE paragraph, where students had the opportunity to explain this. This is where the majority of knowledge was obtained, although some students did achieve a level 3 depth of knowledge by using evidence to explain how the information they obtained could be used to prevent damage of earthquakes. Students saw the motions the slinkys made and later designed a house in which they discussed the motions that they would need to counteract when trying to minimize damage. This assessment also assessed scientific practice related to inquiry as the activity was an inquiry based activity where students created their own experiment using an assortment of materials and collected data that they then drew conclusions from.
Rubric Grade
Criteria
4
· Student exhibits an understanding of which earthquake wave moves faster through scientific exploration. · Student provides quantitative evidence that supports which wave moves faster · Student mentions that slinkys were used as a model for earthquake waves. · Student describes which wave was more destructive to a house on the surface
3
Of the expected criteria, only 3 of the previously stated items are included. Students answers are thorough and insightful
2
Of the expected criteria, students may have included 2 or 3 of the previously stated items. Students fail to thoroughly explain the experiment and fail to include any insight in their answer.
1
The students answer contains only 1-2 aspects of the criteria, and students explanation is irrelevant or non-existent.
7. & 8. - Already addressed above.
9. For your informal assesssment, upload scans of the work of three or four students. The work of each student should be on a different page. At the bottom of each students' page, you should describe the level of student understanding, e.g. high, average, or low, and describe how this is indicated in their answers. An example of how to do this is here. Note: Remember to name the pages you create carefully, e.g. "Smith S10 - High Performing" instead of "High-Performing."
High Student Middle Student Low Student
10 For you formal assessment, describe how you think it addressed the concepts you were trying to assess? How did you modify the assessment to address learning differences or special needs?
In the formal assessment, I tried to test students on a variety of concepts rather than simply focusing on terms. I tried to test students on material that was not only given in lecture, but expressed through a variety of activities and assignments we had done in class. I think I did a fairly good job of mixing these questions in with questions that pertained to the notes, as there were not only diagrams to label but concepts that were learned through the activities completed in class. Students were also asked to plot the epicenter of an earthquake, which was something that was strongly emphasized in class activities.
For the test, there were 3 students (not of this sample size) that are in resource. During the test, I corresponded with the special educator and had her pull these students out of class where they could get extra assistance during the test as well as extra time without feeling pressure from the other students who were completing the tests. Of the three students, one student is on the autism spectrum and although he is very bright, struggles sometimes with spatial and mechanical skills. He had some extra assistance (although he still had extreme difficulty) completing the plotting part of the formal assessment. A second student has severe dyslexia, and although he has learned to cope through this difficult disorder, he still has some difficulty reading. With this unit, I'm happy to say he was an active participant during class and he received a B on his test. Through some extra help after school and during resource he was able to understand the concepts better through pictures and diagrams used in the powerpoint notes. Lastly, the third student has ADHD and being in the regular classroom during the test would have not only been a disruption for him, but for the entire class as well. This is a rather severe case of ADHD, as this student often even has trouble sitting in his chair constantly throughout the day.
III. Analysis / Reflection
11. Use both the informal and formal assessments to describe what you learned about what your students understand about these concepts. Use specific examples from both the informal and formal assessment to illustrate your points. What can your students do now that they could not before, and what do they still need to learn?
For the informal assessment, this was the first chance for me to see how students handled an inquiry lesson. Throughout the year they have completed a variety of inquiry activities with my cooperating teacher, so although it was a new process to me they were very comfortable with the process. I thought the students did a great job designing their own experiments using the materials given and did a good job exploring the different motions the slinky could make. I was also impressed on their ability to present material in a paragraph in which they restate a question, state an answer, and use evidence to support and explain why they got the answer they did. In science, learning how to do this is a key aspect as science in the real world is done in a similar way. This process also helps students achieve a higher depth of knowledge as students learn to use evidence to support their answers and explain how they came to this conclusion. The students in this particular assessment learned that P waves are faster than S waves, S waves are more destructive to a house on the surface, and that slinkys can be used as a model for earthquake waves. They also learned the motions of these waves as well, which can later help them learn how to prevent damage done by earthquakes.
12. OMIT
13. For your formal assessment only, select one student characteristic, e.g. ability, gender, age, etc) and compare the relative performance of each group. Hint: Use box and whiskers plots to compare the two groups. What do you conclude from this comparison? Why?
For the formal assessment I compared how boys did compared to girls.
21 total students Average: 85.6
Max: 100
Min: 66
12 girls
avgerage = 85.12
Max: 100
Min: 77
9 boys
avgerage = 86
Max: 98.5
Min: 66
After completing this, there really wasn't any significant difference between the averages. Although I tried to make the test as challenging as possible, this is a relatively straightforward and simple unit with no real complex concepts or equations such as physics. The averages were basically the same, although the minimum grade was about 10 points lower with the boys compared to the girls. These students (both boy min and girl min) were active participants in the daily lecture and simply struggle taking tests. These students' test grades do not necessarily reflect their overall grades thus far, and most students seem to be doing well. I was surprised to see no difference between the two averages, although these results are also reflected in the classwork as both boys and girls have similar grades in their classwork.
14. Describe any ways in which you involved students in self-assessment. How did you communicate what you learned from your informal and formal assessments to your students? What did they do with this information?
After passing back the informal assessment, we had a brief discussion on exactly what I was looking for when grading their paragraphs. Although all of the information was given to them before the experiment, I explained where students may have received points off and what they could do on the preceding RACE paragraphs to receive a better grade. Many students were satisfied with their grades with the exception of a few. Those students who had felt they could have done better got A's on their most recent RACE paragraph. For the formal assessment, we went over the entire test together and explained why each answer was right or wrong, especially those that I noticed students may have struggled with. For answers that required an explanation, we explained key points I was looking for and how much each of the those points was worth. Lastly, we also discussed how many points each question was worth so students could see exactly where and how many points were taken off.
15: Most Important: Compare your objectives for student learning (both in terms of science concepts and practices) to the student learning you observed. What did you learn about your teaching based on the student performances? What will you do differently next time? Why would you make these changes? What, if anything, will you do to improve the assessment instruments?
One of the most important objectives I would like my students to achieve is their ability to not only tell me a process and what it is, but to be able to explain why something occurs and how they think it applies to other concepts. This will help students achieve a higher level of analytical thinking and reach a higher depth of knowledge. I think this assignment really gave students the opportunity to achieve this, having them not only explain what we did in the experiment but relating it to earthquake waves as well. Students often complete experiments that use models and are unable to bridge the gap between the experiments and the curriculum their learning. It's important as the teacher that you give all students the opportunity to make this connection, as it's a vital part when judging the effectiveness of a lab or activity. I do have to say, this was the first assignment I received from these students, and going from the high school to the junior high I may have originally expected a little more. As time has progressed, I think the students have done a much better job of explaining and being more analytical when writing these RACE paragraphs. I learned that more often than not, students will try to do the minimum amount of work required. Make what you expect of students clear during the instructions for the assignment, as without this students are going to produce work that you may deem inadequate or inaccurate of what the expectations were. Next time I think I would make sure my instructions include a more detailed rubric with what I expect of students, as this was one of the first times I had completed one of these assignments with the students. My expectations may have been slightly different than my cooperating teachers, and it's important to reveal your expectations before students complete the assignment so they can include all aspects necessary. Lastly, I think understanding my students better before the lab would have helped me get better results. Some students did extremely well with the assignment because of the student they had worked with, while others were in groups that mainly contained lower level students. Being only my second day in the classroom, sometimes previous grades alone is an inaccurate indicator of a students conceptual abilities in the classroom. Through this experiment, I learned quickly which students work well with each other and some that may not belong working together. In experiments that we had done after this experiment, I designed groups very carefully and knew ahead of time which groups may need more assistance than others.
Formal and Informal Assessment of Student Learning
Name: Jonathan Montanaro
I. Assignment Description/Requirements
II. Preparation / Development
1. Reflect on your current assessment practices. How have you been determining what students understand and what they are able to do?
In my everyday teaching, I try to assess students progress on a daily basis. Each day we have a "Problem of the Day" or a journal write in which students are asked a question that pertains to information learned in the previous class through either an activity or lecture material. This often involves a relatively low depth of knowledge, and is mainly used as a transitional purpose as well as a quick and easy way for myself to monitor students understanding of basic material on a daily basis. In addition to these, we also complete worksheets, which can either supplement a process learned or may even involve an interactive exploration. For example, in my middle school we recently completed a worksheet that corresponded with an online activity where students used an interactive program that enabled them to locate an earthquake using seismographs from 3 recording stations. Using this program, students found out how far away the epicenter was from each recording station by determining the difference in arrival times between the P and S waves and then used a compass to graph the distances on a map. Students learned the entire process of locating the epicenter of an earthquake, which they were then asked to explain in words the steps required to locate the epicenter on their test as well as locate an actual epicenter using data. With my tests and quizzes, I've tried to not only quiz students on vocabulary and simply knowing concepts, but instead understand how to complete processes and be able to apply what they are learning to the real world. In the middle school we've done a lot of inquiry-based activities in which students develop their learning through their own experiences using models on a regular basis. When doing these activities, I often have students write a RACE paragraph on what they found. A RACE paragraph requires students to first Restate the question, Answer the question, Cite evidence, and Explain what they found. This helps students not only find answers to questions that may help facilitate their learning, but allows them to cite evidence from their own experiences and explain how they came to these conclusions, helping them achieve higher depths of knowledge in the process. I find this to be a very effective method when administered properly and students thoroughly understand what is expected of them.
2. Describe the concept(s) that you are trying to assess in these assignments. Include a link to the appropriate GSE(s) on RIScienceTeachers. Be sure to include in your description your definition, examples of what it is, why students have difficulty with this concept, and why it is important that you teach this topic
For the students informal assessment, students were asked to write a RACE paragraph as described above on an inquiry lab with slinkys. In the lab, students were first asked to determine whether or not slinkys could be used as models for earthquake waves (originally without knowing the proper motions that earthquake waves make). After discussing as a class the different motions earthquake waves can make, students actually determined whether or not the slinkys could be used as a model for these waves and what the proper motions were to represent the each wave. Next, students were given a stopwatch and a roll of masking tape and asked if they could make an experiment using these materials. Students quickly realized they would be able to test how fast each wave was, and had to design an experiment that would correctly demonstrate which wave was faster. A common misconception with students during this part of the experiment was that they changed the amount of force between the two waves. When conducting the experiment, it was important to remind students to only change one variable at a time. Another misconception was that students would stop the stopwatch whenever the slinky stopped moving. This was inaccurate because the distance would change based on how much force was applied, and the P-wave would travel less distance based on its motion. Again, it was important to remind students to only change one variable at a time when conducting their experiment. Another misconception was that students would often have both people holding the slinky move it at the same time. When discussing with students what they were doing, after reminding students that they were modeling earthquakes and asking them what would happen if both of them were moving the slinky, most of the students realized that this would be unrealistic when comparing it to an earthquake because this would indicate two earthquakes occurring at the same time. Some students even developed a second experiment using the masking tape, in which students used the masking tape to represent a house on the surface and made observations on which wave would be more destructive.
3. (and 7) Describe an informal assessment that you selected, modified, or designed to address this concept. Summarize the instructions you gave your students and Include a link to the informal assessment here as well.
Because the informal assessment was an inquiry-based activity, the instruction was fairly minimal at the start of the activity. Students were simply asked to determine whether or not slinkys could be used to model earthquake waves. After exploring the different motions with the slinkys, students were instructed on the different motions of the two waves (P and S waves) but were NOT told how to model this using a slinky. Students then played with the slinkys until they found what they believed to be the proper motion for P and S waves. As they were doing this, I walked around and used questions to guide students in the right direction if it looked as if they were having trouble. This was done after all groups had an opportunity to explore on their own and try different motions. Next, the materials were given and students were told to create an experiment using these materials. All students designed an experiment that tested which wave was faster, and students that had misconceptions on how to conduct the experiment were guided with questions helping them to modify their experimental methods until they were acceptable to obtain adequate results. For the assessment itself, students were asked to write a RACE paragraph which they would have to Restate the question, Answer the question, Cite evidence, and Explain what they found. Students were also asked to explain the materials used and express quantitative data in their paragraph to help solidify their answer. Students were also asked to write down at least 1 source of error that may have altered their results even if they thought their results had come out perfect. It's important to remember that in science there is always a small source of human error, even when results may seem as though they have come out perfect. The directions for the informal assessment were explained orally rather than written out, as students have previously completed many RACE paragraphs throughout the year and already know exactly what is expected of them.
4. (and 8) Create a formal assessment. Describe this assessment, including concepts, types of items, and how it was assessed. Include a link to a copy of the assessment here as well.
The formal assessment I created is a test that uses a variety of questions to test students understanding of earthquakes. There's a section of multiple choice, a couple of fill in the blanks, fill in the blanks using diagrams, plotting the epicenter of an earthquake using 3 recording stations, determining whether characteristics describe a P, S, or L wave, an essay explaining the process to finding an epicenter of an earthquake, and naming things that would make a house earthquake resistant. The concepts that students are tested on in this test include components of an earthquake, characteristics of different waves of an earthquake, ways to make a house earthquake resistant, how to find the epicenter of an earthquake using 3 recording stations, different damaging factors of intensity, as well as vocabulary terms to describe devices used to measure and measurement systems of earthquakes. Using a variety of methods to test students on a variety of concepts is important because it ensures that students fully understand the concepts.
5. Develop the evaluation criteria (or key) for your formal assessment or link it here.
6. Develop the evaluation criteria (or key) for your informal assessment or link it here. This description should include the assessment's features, how it addresses different depths of knowledge, as well as an explanation of how it addresses a scientific practice related to inquiry.
For this informal assessment, the criteria although relatively informal reaches multiple depths of knowledge. Students first have the opportunity to achieve level 1 depth of knowledge by recalling and reproducing a model of earthquake waves (both P and S) using a slinky. The students then achieved a level 2 depth of knowledge by conducting the experiment, collecting data, and then examining and interpreting their results. These were then expressed in the RACE paragraph, where students had the opportunity to explain this. This is where the majority of knowledge was obtained, although some students did achieve a level 3 depth of knowledge by using evidence to explain how the information they obtained could be used to prevent damage of earthquakes. Students saw the motions the slinkys made and later designed a house in which they discussed the motions that they would need to counteract when trying to minimize damage. This assessment also assessed scientific practice related to inquiry as the activity was an inquiry based activity where students created their own experiment using an assortment of materials and collected data that they then drew conclusions from.
· Student provides quantitative evidence that supports which wave moves faster
· Student mentions that slinkys were used as a model for earthquake waves.
· Student describes which wave was more destructive to a house on the surface
9. For your informal assesssment, upload scans of the work of three or four students. The work of each student should be on a different page. At the bottom of each students' page, you should describe the level of student understanding, e.g. high, average, or low, and describe how this is indicated in their answers. An example of how to do this is here. Note: Remember to name the pages you create carefully, e.g. "Smith S10 - High Performing" instead of "High-Performing."
High Student
Middle Student
Low Student
10 For you formal assessment, describe how you think it addressed the concepts you were trying to assess? How did you modify the assessment to address learning differences or special needs?
In the formal assessment, I tried to test students on a variety of concepts rather than simply focusing on terms. I tried to test students on material that was not only given in lecture, but expressed through a variety of activities and assignments we had done in class. I think I did a fairly good job of mixing these questions in with questions that pertained to the notes, as there were not only diagrams to label but concepts that were learned through the activities completed in class. Students were also asked to plot the epicenter of an earthquake, which was something that was strongly emphasized in class activities.
For the test, there were 3 students (not of this sample size) that are in resource. During the test, I corresponded with the special educator and had her pull these students out of class where they could get extra assistance during the test as well as extra time without feeling pressure from the other students who were completing the tests. Of the three students, one student is on the autism spectrum and although he is very bright, struggles sometimes with spatial and mechanical skills. He had some extra assistance (although he still had extreme difficulty) completing the plotting part of the formal assessment. A second student has severe dyslexia, and although he has learned to cope through this difficult disorder, he still has some difficulty reading. With this unit, I'm happy to say he was an active participant during class and he received a B on his test. Through some extra help after school and during resource he was able to understand the concepts better through pictures and diagrams used in the powerpoint notes. Lastly, the third student has ADHD and being in the regular classroom during the test would have not only been a disruption for him, but for the entire class as well. This is a rather severe case of ADHD, as this student often even has trouble sitting in his chair constantly throughout the day.
III. Analysis / Reflection
11. Use both the informal and formal assessments to describe what you learned about what your students understand about these concepts. Use specific examples from both the informal and formal assessment to illustrate your points. What can your students do now that they could not before, and what do they still need to learn?
For the informal assessment, this was the first chance for me to see how students handled an inquiry lesson. Throughout the year they have completed a variety of inquiry activities with my cooperating teacher, so although it was a new process to me they were very comfortable with the process. I thought the students did a great job designing their own experiments using the materials given and did a good job exploring the different motions the slinky could make. I was also impressed on their ability to present material in a paragraph in which they restate a question, state an answer, and use evidence to support and explain why they got the answer they did. In science, learning how to do this is a key aspect as science in the real world is done in a similar way. This process also helps students achieve a higher depth of knowledge as students learn to use evidence to support their answers and explain how they came to this conclusion. The students in this particular assessment learned that P waves are faster than S waves, S waves are more destructive to a house on the surface, and that slinkys can be used as a model for earthquake waves. They also learned the motions of these waves as well, which can later help them learn how to prevent damage done by earthquakes.
12. OMIT
13. For your formal assessment only, select one student characteristic, e.g. ability, gender, age, etc) and compare the relative performance of each group. Hint: Use box and whiskers plots to compare the two groups. What do you conclude from this comparison? Why?
For the formal assessment I compared how boys did compared to girls.
21 total students Average: 85.6
Max: 100
Min: 66
12 girls
avgerage = 85.12
Max: 100
Min: 77
9 boys
avgerage = 86
Max: 98.5
Min: 66
After completing this, there really wasn't any significant difference between the averages. Although I tried to make the test as challenging as possible, this is a relatively straightforward and simple unit with no real complex concepts or equations such as physics. The averages were basically the same, although the minimum grade was about 10 points lower with the boys compared to the girls. These students (both boy min and girl min) were active participants in the daily lecture and simply struggle taking tests. These students' test grades do not necessarily reflect their overall grades thus far, and most students seem to be doing well. I was surprised to see no difference between the two averages, although these results are also reflected in the classwork as both boys and girls have similar grades in their classwork.
14. Describe any ways in which you involved students in self-assessment. How did you communicate what you learned from your informal and formal assessments to your students? What did they do with this information?
After passing back the informal assessment, we had a brief discussion on exactly what I was looking for when grading their paragraphs. Although all of the information was given to them before the experiment, I explained where students may have received points off and what they could do on the preceding RACE paragraphs to receive a better grade. Many students were satisfied with their grades with the exception of a few. Those students who had felt they could have done better got A's on their most recent RACE paragraph. For the formal assessment, we went over the entire test together and explained why each answer was right or wrong, especially those that I noticed students may have struggled with. For answers that required an explanation, we explained key points I was looking for and how much each of the those points was worth. Lastly, we also discussed how many points each question was worth so students could see exactly where and how many points were taken off.
15: Most Important: Compare your objectives for student learning (both in terms of science concepts and practices) to the student learning you observed. What did you learn about your teaching based on the student performances? What will you do differently next time? Why would you make these changes? What, if anything, will you do to improve the assessment instruments?
One of the most important objectives I would like my students to achieve is their ability to not only tell me a process and what it is, but to be able to explain why something occurs and how they think it applies to other concepts. This will help students achieve a higher level of analytical thinking and reach a higher depth of knowledge. I think this assignment really gave students the opportunity to achieve this, having them not only explain what we did in the experiment but relating it to earthquake waves as well. Students often complete experiments that use models and are unable to bridge the gap between the experiments and the curriculum their learning. It's important as the teacher that you give all students the opportunity to make this connection, as it's a vital part when judging the effectiveness of a lab or activity. I do have to say, this was the first assignment I received from these students, and going from the high school to the junior high I may have originally expected a little more. As time has progressed, I think the students have done a much better job of explaining and being more analytical when writing these RACE paragraphs. I learned that more often than not, students will try to do the minimum amount of work required. Make what you expect of students clear during the instructions for the assignment, as without this students are going to produce work that you may deem inadequate or inaccurate of what the expectations were. Next time I think I would make sure my instructions include a more detailed rubric with what I expect of students, as this was one of the first times I had completed one of these assignments with the students. My expectations may have been slightly different than my cooperating teachers, and it's important to reveal your expectations before students complete the assignment so they can include all aspects necessary. Lastly, I think understanding my students better before the lab would have helped me get better results. Some students did extremely well with the assignment because of the student they had worked with, while others were in groups that mainly contained lower level students. Being only my second day in the classroom, sometimes previous grades alone is an inaccurate indicator of a students conceptual abilities in the classroom. Through this experiment, I learned quickly which students work well with each other and some that may not belong working together. In experiments that we had done after this experiment, I designed groups very carefully and knew ahead of time which groups may need more assistance than others.